Monthly Schedule - Unit # - Title of Unit

M T W TH F

4/18 4/19 4/20 4/21

Introduction to unit Introduction to Julius Caesar Act 1 Sc.1 - The Return of Anticipation guide and
friendship constitutions Caesar character Charts

4/24 4/25 4/26 4/27 4/28

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 Tuesday - History f Julius Caesar

Homework: Rhetorical Analysis Re write and Make Ups

Guiding Question: Unit Essential Question: How does a leader use rhetorical devices and persuasive appeals to move a general public
to believe in their cause?

Learning Target: I will be able to recall select details on the history of Julius Caesar

Agenda:
Do Now - Journal Entry #1 - Marking Period #1

Mini Lesson - Introduction to Julius Caesar

Activity - Caesar Timeline Jigsaw

Exit Ticket - Dramatic Details short response.

Resources:
Marking Period #4 - Journal #1
How much do teenagers care about politics? Explain your answer with an
anecdotal or personal story about someone your may know (even yourself) who
cares or doesn’t care about politics?

Should teenagers care about politics? They can’t vote so why care?

Do you follow politics? How and what?

Do Now - Read and Annotate Summary
Use the following symbols when reading the Julius Caesar Background.

* Star - Interesting or excited

Underline - Important

? -

Answer the questions

Who was Julius Caesar and why do we
still talk about him?
Julius Caesar is ancient Rome’s most famous figure. A brilliant politician and general, his
accomplishments and influence were so significant that other languages have words
meaning “ruler” that derive from his name, such as “kaiser” in German and “czar” in
Russian. Another lasting tribute: He’s even got his own month; Quintilis, the month in
which Caesar was born, was renamed Julius (July) in his honor. Find out more about the
man who famously proclaimed after one brief, decisive military campaign: “Veni, vidi, vici,”
or “I came, I saw, I conquered.”
Julius Caesar Jigsaw Timeline
Directions:

Assign Section to group members from the reading.

Collect Essential Evidence (3 - 4 important details about Caesar's Life)

Share with Group Members/Complete Timeline

Individually - Complete Exit Ticket

 Who was Julius Caesar? Jigsaw Timeline
Directions - Assign Section to group members from the reading. Collect Essential
Evidence. Share with Group Members/Complete Timeline

Teenage 85 B.C.E. Career 60 B.C.E. Civil War 55 B.C.E. Dictator for Life? 44
B.C.E.
Wrap Up
>How did the actual story match up with the actual historical information you
read about Caesar?

>What additional information was added to make the story more entertaining
or dramatic?
Exit Question
What are a few essential facts that you collected about the life of Julius Caesar
that would make a good political drama, entertainment, or play for an audience?
Choose details and explain why they would make good entertainment.

CEAEAEAL BELOW:

USE AT LEAST 3 details from 3 different sections of his life in your response.

Extension - Could any details of Caesar’s life be compared to anything political

today?
 Monday

Homework: Rhetorical Analysis Re write and Make Ups

Guiding Question: Unit Essential Question: How does a leader use rhetorical devices and persuasive appeals to move a general public
to believe in their cause?

Learning Target: I can describe and analyze how friendship, leadership, and democracy come into conflict when living in a society.

Agenda:
Do Now - Journal Entry #2

Mini Lesson - Unit Plan Essential Questions/ Today’s Learning Target /Agenda

Activity - Classroom Constitution/Democratic Process

Debrief - Class Voting and Amendments

Wrap up - Exit questions/Additional Journal entry

Resources:
Do Now - Journal Entry #2
1. Complete the anticipation guide worksheet.
2. AGREE or DISAGREE

1. Journal Entry:

a. Select one of the above statements which you feel the most strongly about and
respond to each by being as thoughtful and thorough as you are able. Remember,
there is no right or wrong answer! I want to hear your individual voice
responding to these ideas. The response should be 3 quarter page in length.
Mini Lesson
Introducing Unit 4 Essential question and anchor text.

How and why does a person sacrifice their personal freedoms for the betterment of the
whole?

How friendship, leadership, and democracy come into conflict when living in a society?
Activity - The Friendship Constitution
1. Groups - Make a list of 10 traits or qualities that qualify a person as friend.

2. List five friendship infractions that could end the friendship.

3. Each group chooses a representative to come to the front and work together to make a class constitution and
decide on the top 3 friendship qualities and 3 friendship infractions.

4. Send group representative to share their 2 and 1.

5. Class chooses a committee chairmen to run the vote.

6. Class votes and approves. Class must have a majority vote to pass the constitution.

7. As far as the final friendship Constitution, what do they feel they would alter or change?
Wrap Up Discussion
How did they like working on something so subjective with a group? Could they draw any
conclusions about coming to a consensus in a large group?

Did any of you make a sacrifice of your own personal opinions so that the class could
function, or did your individual opinions disrupt or slow down the process of coming
together?

If you chose the latter answer – is this a good or bad thing?

 Wednesday

Homework: Rhetorical Analysis Re write and Make Ups

Guiding Question: Unit Essential Question: How does a leader use rhetorical devices and persuasive appeals to move a general public
to believe in their cause?

Objective: I can understand the different forms of government and the significant introduction to who Julius
Caesar was?

Agenda: Do Now - Types of government/match - pre assessment.

Review Now - Review the types of government.
Activity - Identify the types of government.
Debrief - Collect and Summarize
Wrap Up - Making inferences about issues of government and power. (True/False)

Resources: http://socialsciences.dadeschools.net/files/WTP/High%20School%20WTP%20Framework/WTP%20
Lesson%201%20from%20iCivics-1.pdf
Do Now - Journal entry #3
1. What do you know about the government?
2. How does it work?
3. What is the government for?
4. Do you feel represented or that government cares about your personal well
being? Explain
Mini Lesson - Types of Governments
1. Read aloud and highlight the essential features of each government
2. Discuss pro/cons of each type of government.
3. Complete a mind map of the types of governments.
4. Video Notes:
a. https://www.youtube.com/watch?v=N4r0VUybeXY (1st 5 minutes)
Activity - Pair/Share
- Work together to identify the types of governments.
- Underline where there is evidence of the type.

- Extension - complete the true/false

- Wrap Up - Review Answers and making inferences.
- Which type of governments seems most representative of the people?
- Which seem most productive?
- Which seem most dangerous?
Without using your notes complete the
following mind map.
What are the origins of American
government? Rome?
How far does democratic process stem back in history?

What are some noticings about Rome that could lead to political conflict?

What type of government did Rome have?

 Friday - English Languag Arts

Objective: What is Shakespeare’s Julius Caesar? And who are the supporting characters?

Agenda: Students handouts located on table.

Do Now - Read and annotate the Julius Caesar synopsis (front/back).
Activity - (Group Work) Read the directions and using the provided character descriptions and internet create a character web that
highlights both who the character is and their relationship to other characters.
Product - Character Web Posters using symbols, descriptions, relationships with poster board and markers located up front on dell
computers.
Wrap Up - Clean up supplies, put all class posters in back of room / finish posters on Monday.

Resources: Poster Materials, Character List, Chromebooks

Character Web Poster
Group Roles and Directions
Artists - Illustrates or symbolizes the character based on their description

Character Connector - Outlines the the relationship between characters.

Character Describer - Write a details description of the character.

Google - Controls the only computer at the group researching additional

information and images for the character map.
Character Map Model and Examples
 Friday - Act 1

Homework:

Guiding Question: Unit Essential Question: How does a leader use rhetorical devices and persuasive appeals to move a general public
to believe in their cause?

Objective: I can describe the relationships of the characters and synopsis of Shakespeare’s Julius Caesar.

Agenda: Do Now - Read the synopsis (annotate based on the following) Book Summary and Background
Mini Lesson - Model Character Relationship Roadmap
Activity - Poster or Prezi Activity
Wrap Up - How did the actual story match up with the actual historical information you read about
Caesar?
What additional information was added to make the story more entertaining or dramatic?

Resources: http://www.laurel.k12.ky.us/userfiles/445/classes/18260/novelguide.pdf